ABSTRACT
Metacognition has been a key feature in the Singapore Mathematics Curriculum Framework for more than 25 years. Limited formal investigations into teachers’ metacognitive instructional practice in Singapore’s mathematics classrooms suggest that metacognition is still rather elusive to many teachers and students. Video recordings provide real-time grounded images of actual teacher practice and serve as stimulus to facilitate teacher reflection. This chapter discusses and illustrates the potential and challenges of using video-recordings of teacher metacognitive instructional practices in a Singapore primary school through a mixed methods case study. Implications from the discussion on teaching, learning, and teacher education are drawn.
